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The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

International Journal of Instruction, 2022-07, Vol.15 (3), p.329-344

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2022.15318a

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  • Title:
    The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning
  • Author: Rini, Riswanti ; Mujiyati, Mujiyati ; Sukamto, Ismu ; Hariri, Hasan
  • Subjects: College Students ; Digital Literacy ; Electronic Learning ; Foreign Countries ; Independent Study
  • Is Part Of: International Journal of Instruction, 2022-07, Vol.15 (3), p.329-344
  • Description: Digital literacy is a media-based learning that combines education and technology with the hope that students can make the most of it. This requires learning skills, one of which is the ability to take the initiative to be responsible for learning materials, often called self-directed learning. The purpose of this study was to describe the effect of self-directed learning on students' level of digital literacy in online learning. This study used a quantitative approach with ex-post facto research type. The populations in this study were students of the University of Lampung with a sample of 947 taken using simple random sampling. The data collection instrument used was adapted from the Self Rating Scale of Self-Directed Learning (SRSSDL) and Digital Literacy Measurement (DLM). The data collected were analyzed using linear regression. The results showed the positive and significant effect of self-directed learning on the digital literacy level of students, with the contribution of 54.80%, and the rest was influenced by other factors that were not measured in this study. The effect also had a positive direction, which means that the higher the student's self-directed learning score, the better the digital literacy skills will be.
  • Publisher: Gate Association for Teaching and Education
  • Language: English
  • Identifier: ISSN: 1694-609X
    EISSN: 1308-1470
    DOI: 10.29333/iji.2022.15318a
  • Source: ERIC Full Text Only (Discovery)
    ROAD: Directory of Open Access Scholarly Resources
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